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Download full textSullivan, Peter; Mousley, Judy; Zevenbergen, Robyn – International Group for the Psychology of Mathematics Education, 2004
We are researching actions that teachers can take to improve mathematics learning for all students. Structural elements of the lessons being trialled include making aspects of pedagogy explicit to seek to overcome differences in familiarity with schooling processes, and sequencing tasks with the potential to engage students. This article reports…
Descriptors: Familiarity, Mathematics Instruction, Mathematics Achievement, Teaching Methods
